VISION and MISSION STATEMENTS

Vision:
As part of our vision, Lake Region staff is committed to providing our students with strong academic and vocational programs that prepare students for post-secondary education and employment. Lake Region High School utilizes proactive measures to provide a supportive environment for students and staff. Through fair and caring discipline, our students learn to become responsible citizens who make wise choices. We value the diversity of our student population and strive to provide an environment that is supportive to students at all levels of learning. Our staff engages in on-going collaborative professional communities to improve school practices in order to meet the needs of different learning styles. We view learning as an on-going process that extends beyond the boundaries of the school. Family and community involvement is an important part of the learning process, including attendance at open house and parent meetings, student work programs involving area businesses, a mentoring program composed of community members, various job shadowing opportunities, and a parent volunteer program. Lake Region has a wide array of extracurricular activities which we believe enhance the learning process and mold students into well rounded individuals.

Mission:
The mission of Lake Region High School is to ensure a safe and caring environment that promotes learning with high expectations for all of our students.




PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Lake Region High School opened in the Fall of 1995 in a primarily rural location. The school is located on approximately 100 acres. Lake Region was one of the first high schools to serve several communities, including Eagle Lake, Winter Haven, and parts of Bartow and Auburndale. Since 1995, the school operated under a 4x4 scheduling model. Beginning with the 2008/2009 school year, the school scheduling model changed to a 7 period day of approximately 50 minutes for each period. In the past year, a new building to house the Freshman Academy was constructed on the north side of the school.


Unique School Strengths for Next Year

Unique School Strengths for Next Year
Lake Region has begun the 2009/2010 school year fully staffed with highly qualified teachers in contrast to the previous year. Two thriving career-based academies are in operation with plans to expand further. Three additional advanced placement courses-Spanish Literature, Human Geography, Environmental Science- have been added provide additional opportunities for accelerated curriculum for students at all grade levels. A new reading curriculum-The Edge Level B & C- for students scoring at level 2 on 8th and 9th grade Reading FCAT will be implemented. The Freshman Success Academy teams of teachers will have a common planning period to allow for both team and discipline collaboration. A new 10th Grade Academy with approximately 45 students who are considered “at risk” for timely graduation has been established with a core team of guidance counselor, school counselor, assistant principal, dean, math teacher, English teacher, social studies teacher, and science teacher.


Unique School Weaknesses for Next Year

The school has decreased in enrollment during the past year and has impacted the school through the loss of five teaching units. As a result the freshman teacher teams have been reduced to three teams from four with a higher teacher/student ratio.


Student Demographics

Grade Level White Black Hispanic Other
9th 46.5% 21% 29.2% 3.3%
10th 56.2% 18.4% 22% 3.4%
11th 48.7% 23.4% 24.4% 3.4%
12th 57.1% 20.6% 19.3% 3.0%
ELL = 4.4%
SWD = 18.6%
ED = 19.7%


Student Attendance Rates

School Year School Rate District Rate
06/07 95.35 94.10
07/08 94.28 94.32
08/09 95.80 94.56


Student Mobility

Students Enrolled Students Enrolled on Mobility
After Day 15, or or after Day 16 Rate
Withdrawn after day
and before EOY

2007/2008 681 2374 28.69%
2008/2009 545 2126 25.63%


Student Suspension Rates

2006/2007
ISS = 518
OSS = 984

2007/2008
ISS = 357
OSS = 917

2008/2009
ISS = 248
OSS = 958


Student Retention Rates

2006/2007
09 19.41
10 12.04
11 16.56
12 4.23

2007/2008
09 14.72
10 12.12
11 11.45
12 4.09

2008/2009
09 10.14
10 8.13
11 11.68
12 7.48


Class Size

School Average
2006/2007 = 24.54
2007/2008 = 23.64


Academic Performance of Feeder Pattern

Feeder Middle Schools 08/09 School Grade 08/09 AYP Percentage
Westwood Middle School B 74
Denison Middle School B 74
Jewett Academy A 100
Jewett School of the Arts A 95
Bartow Middle School C 72
Lake Alfred Middle School C 72
Discovery Academy B 100


Partnerships and Grants

HELIOS grant- funding for teacher and administrator training
Perkins grants for career academies- funding for equipment and teacher training


STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Joel McGuire B.S & M.Ed.
Social Studies
Middle Grades
Gifted Endorsement
Ed. Leadership
Principal=all levels
13 13 Currents School year Grade=C
Rdg. Math
% High Standards 40% 69%
Learning Gains 48% 71%
Lowest 25% 50% 61%
AYP=72%

Previous Year Grade=D
% High Standards 40% 68%
Learning Gains 49% 77%
Lowest 25% 42% 69%
Previous Year AYP=67%
Assis Principal Deborah Kindel B.A., two M. Ed.
Mathematics 6-12
Biology 6-12
Chemistry 6-12
Ed. Leadership
Principal-all levels
14 7 Currents School year Grade=C
Rdg. Math
% High Standards 40% 69%
Learning Gains 48% 71%
Lowest 25% 50% 61%
AYP=72%

Previous Year Grade=D
% High Standards 40% 68%
Learning Gains 49% 77%
Lowest 25% 42% 69%
Previous Year AYP=67%
Assis Principal Steven Clevenger B.A & M.Ed.
Mathematics 5-9
Elem. 1-6
Ed. Leadership
Principal=all levels
10 9 Currents School year Grade=C
Rdg. Math
% High Standards 40% 69%
Learning Gains 48% 71%
Lowest 25% 50% 61%
AYP=72%

Previous Year Grade=D
% High Standards 40% 68%
Learning Gains 49% 77%
Lowest 25% 42% 69%
Previous Year AYP=67%

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading Kelly Hansel Ed. Leadership
Reading Endorsement
English 6-12
ESOL K-12
MGIC
Elem. K-6
ESE K-12
1 School Grade C
AYP 64%

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. keep course preparations to a
maximum of two different ones, especially for new teachers.
Assistant Principal yearly
2. maintain a balance in staff teaching schedules such that lower and higher level classes are equitably assigned. Assistant Principal yearly
3. Monthly meetings with academic intervention facilitator as mentor Academic intervention facilitator On-going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
David Knowles English 6-12
MGIC
Reading Reading Endorsement classes available through district
Portia Lewis Business 6-12 Reading Reading Endorsement classes available through district
Tania Torres English 6-12
ESOL Endorsement
Reading Reading Endorsement classes available through district
Martha Yates English 6-12
ESOL Endorsement
Reading Reading Endorsement classes available through district


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
112327304034964388


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Kelly Hansell Any struggling teachers determined through the year In need of additional support Peer coaching and meetings



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A


Title I, Part C- Migrant


Title I, Part D


Title II


Title III


Title X- Homeless


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs


Head Start


Adult Education


Career and Technical Education


Job Training


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

The principal/assistant principal: Provide a common vision and direction for decision-making concerning implementation of RTI. Provide adequate time and resources for meeting and related activities.
Regular Education Representative: Provide information and direction on instruction and assist with the process of integration of Tier 2/3 activities into the classroom.
Exceptional Student Education Representative: Provides information for Tier 2/3 activities and collaborates with General Ed. Teachers.
Academic Intervention Facilitator: Provides guidance on the reading plan and assists with obtaining and interpreting data. Also provides coaching and mentoring to support the implementation of reading strategies.
School Psychologist: Participates in collection, interpretation, and analysis of data. Provides support to Regular Ed. And Exceptional Student Education teachers.
Guidance Staff: Provides expertise in arranging appropriate program enrollment and serves as a liaison with the community agencies.
Testing Coordinator: Assists with testing activities and data collection and interpretation.


Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The leadership team will meet monthly. The focus of each meeting will be to review data and determine any appropriate changes for identified students.
The team will also identify and plan for professional development for staff regarding RTI.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The RTI leadership team meets with the assistant principal to assist with the development of the SIP.
Need areas were identified and strategies were designed to address these needs.
The process for implementation and monitoring was also identified by the team.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline Data: FCAT, IDEAS, and Progress Monitoring and Reporting Network (PMRN) baseline data.
Progress Monitoring Data: PMRN, FastForword, FAIR
End of year: FCAT and FAIR


Describe the plan to train staff on RtI.

Professional Learning Communities for staff members. One session will focus on RTI.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?


Reading Math Writing Science
% Meeting High Standards 40% 69 82% 37%
(FCAT Level 3 and Above)
% of Students Making Learning Gains 48% 71%
Adequate Progress of Lowest 25% 50% 61%
9th Grade 43% 68%
10th Grade 37% 70%

Reading Benchmarks: 9th Grade 10th Grade
Words & Phrases 6/9 3/6
Main Idea/Purpose 13/19 11/17
Comparisons 5/8 10/16
Reference & Research 4/9 6/12

Math Benchmarks:
Number Sense 4/8 6/11
Measurement 3/7 5/10
Geometry 6/11 5/14
Algebraic Thinking 6/10 7/14
Data Analysis 5/8 5/11


Instructional Calendar Development


What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

For mathematics and science: A focus calendar will be developed by each respective content area. A FCAT content strand for will be identified for instructional focus each month. For mathematics and science, teachers will integrate the identified strand into classroom lessons.
The focus calendars for both mathematics and science provide for mini-assessments each month to monitor student progress on FCAT math and science benchmarks. Math and science teachers maintain records of assessment results so that remediation can be provided in math and science classes for students not showing math and science proficiency on math and science skills.
Writing: For ninth and tenth grade English classes teacher will use a system of writing portfolios called Authors’ Backpack, to establish a baseline writing assessment and to monitor students’ progress in writing through the year. Remediation will be provided in English classes based upon data provided through individual student writing logs.
Reading: A district developed monthly focus calendar for reading strategies will be developed that all content areas will integrate into classroom lessons. Grade level and department level meetings will be held monthly to monitor teacher implementation of lessons using reading strategies. Monthly meetings will also focus on the sharing of best practices for integrating reading through the content areas. Ninth grade teacher team and one tenth grade team will meet weekly to share best practices in support of reading strategies. Assessments of reading strategies will be done monthly in reading classes. A bank of reading comprehension skills and lesson activities will be maintained in each department for teacher use.


Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Science: Scientific Thinking will be given priority.
Writing: Expository and Persuasive essays.
Math: Number Sense, Geometry, Measurement, Algebraic Thinking, Data Analysis
Reading: Words and Phrases, Comparisons, Reference Research


What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

A review of spring FCAT data occurs by APC to determine a plan for placement of students into specific reading levels and curriculum appropriate for each level. Students are placed into reading courses based upon highly specific test data that indicates both the FCAT Level and fluency level. The curriculum in reading courses is designed for specific reading levels.
In math, student placement is done through both FCAT data and performance in previous mathematics courses. Inclusion teachers provide additional in-class support of students in need of further remediation.


How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

The school has implemented two career based academies that integrate student academics with career courses.
The ninth and tenth grade academies will implement an interdisciplinary unit each semester that focuses on some real world science event that is part of the science curriculum. Language Arts, math, and social studies will develop content specific lessons that integrate the event.
Graphic Arts Courses, Child Development, Culinary Arts, and Medical Services each offer the option of certification in their respective field.


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Yearly 11th and 12th grade individual student conferences are held with guidance counselor concerning futures goals and course selections. Group and individual meetings are held with the school college and career specialist to develop post-secondary student plans. The college and career specialist speaks to individual classes of students to answer questions regarding post-secondary plans and the courses required to implement these plans. An electronic educational plan (EPEP) is developed for every student by the 9th grade year and revised as needed. A local college (Polk State College) conducts yearly assessments in math for Juniors in math on the high school campus to determine their readiness for post-secondary work and for possible placement into math courses in their senior year.
Each year AP Potential is used for placement decisions into advanced placement courses.




DO

Direct the Instructional Focus


How are lesson plans and instructional delivery aligned across grade levels and subject areas?


Teachers follow district developed curriculum maps for their subject area. Learning focused strategies are incorporated across content areas, in particular, graphic organizers, vocabulary activities, summarization, and writing. Teachers will incorporate these strategies as presented through monthly Learning Communities.


How are instructional focus lessons developed and delivered?

Focus lessons for reading, mathematics, and science are developed at the district level for school use. Reading strategies are integrated into classroom lessons across content areas. Science and math focus lessons are implemented in the respective departments.


How will instructional focus lessons be revised and monitored?

Teachers of reading, mathematics, and science will assess the effectiveness of the focus lessons for any necessary revisions. Focus lessons will be monitored through teacher lesson plans and direct observation of classroom instruction.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


Reading: FAIR, FastForword, and focus lesson assessments will monitor student progress.
Mathematics and Science: State developed progress monitoring assessments will be given to evaluate progress in these two areas. Focus lesson assessments will also be used for monitoring student progress.


How are assessments used to identify students reaching mastery and those not reaching mastery?

A summative assessment through FCAT and FAIR is completed yearly in the spring. These results will be used in placing students in subsequent reading curriculum.
State developed assessments for mathematics and science will be administered in the spring.
End of year algebra tests are administered in May of each year.
Cella is used as a summative assessment for English Language Learners each year in the spring.


Maintenance


How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Lessons based upon the focus calendars will be assessed monthly through the respective content classes.


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

The process for monitoring students writing portfolios will occur twice each semester through a review by school and district administration.
The process for math and science will occur through respective monthly department level meetings for teachers to review and analyze student progress on benchmarks.
Reading teachers will meet monthly to review and analyze progress on the focus calendar for reading strategies.


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The roles will include both support and observer. Department and school level professional development will be designed and implemented to support instruction of focus lessons. Teacher lesson plans will be monitored monthly for integration of focus lessons. School administration will observe teacher lessons on a daily basis. Individual teacher conferences will be conducted each semester. The Principal and Leadership Team will conduct “walkthroughs”, review data, and conduct PLC meetings.




ACT

Supplemental and Intensive Instruction/Interventions


Identify the core, supplemental, and intensive instruction and interventions.


Core instruction will occur through teacher content lessons. Intensive instruction will occur through focus lessons. Students will then be identified for specific interventions. Low to average performing students are placed given additional instructional time.


How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Blocked reading and math classes are structured to provide greater time on task for identified students. Before and after school tutoring is provided for students in need of additional assistance.
Phschool.com which is a web-based math tutorial for algebra to assist students on specific skills
Inclusion teachers will provide in-class support for students on identified math skills.


How does the school identify staff’s professional development needs to improve their instructional strategies?

Reading is one focus of professional development. School goals determined through data analysis and identified in the school improvement plan also determine professional learning activities. A survey of staff professional development needs was also conducted at the end of the 08/09 school year. Assistance with student motivation was the primary identified need by teachers. This will be incorporated throughout monthly Learning Communities.


Which students will be targeted for supplemental and intensive instruction/interventions?

Students identified by summative assessments such as FCAT, by progress monitoring tests such as FAIR, and by teacher recommendation.


How will the effectiveness of the interventions be measured throughout the year?

Progress monitoring assessments will be used such as FAIR, mini-assessments on school-wide comprehensive skills, Authors’ Backpack of writing portfolios, and state developed math and science assessments.


Enrichment


Describe alternative instructional delivery methods to support acceleration and enrichment activities.

GIZMO’S and SMART boards in math and science as interactive teaching tools in math and science; FCAT Explorer, Learning Focused Strategies for research-based instructional strategies; Gold Seal Lessons developed by the International Center for Educational Leadership
Advanced Placement courses are offered as acceleration.


Describe how students are identified for enrichment strategies.

FCAT Scores and performance in previous courses help in identifying students.
PSAT and AP Potential will assist in identifying students.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Both subject and interdisciplinary PLCs. Academic Intervention Facilitator Twice a month 2nd and 4th Wednesday Analysis of Student FCAT and progress monitoring data,
Reading Comprehension Strategies,
Technology integration,
Development of real world classroom lessons (Gold Seal).


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

11th and 12th grade early individual student conferences with guidance counselors.
College and Career Facilitator meets with individual and groups of students.
Scheduled college, career academies, and military visits on the high school campus to meet with students.
School-wide registration of 12th grade students for Bright Futures scholarships.
ACT strategies integrated into 11th and 12th grade reading courses.
Assist students in the registration process for ACT tests by guidance counselors.
Guidance Counselors and the College and Career Facilitator will meet and advise students on SAT, ACT, college entrance exams, and CPT during Junior and Senior conferences.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 1:29:53 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
undetermined 0



Describe the Activities of the School Advisory Council for the Upcoming Year


The Lake Region High School Advisory Council (SAC) is a collaborative group of stakeholders who assist the school’s leadership in developing programs that support the school’s mission and vision. The SAC participates in preparing the School Improvement Plan, monitoring its implementation, and in evaluating the effectiveness of the plan. The SAC meets on the first Monday of each month at 1:00pm. The SAC Chair coordinates the agenda with the Principal. At each meeting, SAC members receive data and review the progress of school programs. During meetings, the members determine priority budget needs and approve expenditures of Lottery Funds. Each term, the SAC organizes activities for staff to express support and appreciation.


SAC Members

Members
1)  Joel McGuire,   Principal
2)  Jerry Lewis,   SAC Chair
3)  Briana Harris,   Student
4)  Colleen Leonard,   Teacher
5)  Nilda Rivera,   Teacher
6)  Carol Speyer,   Parent
7)  Jerome Capers,   Parent
8)  Loretta Mervis,   Parent
9)  Nathan Osborne,   Parent
10)  Jill Osborne,   Parent
11)  Shelly Rivers,   Parent
12)  Gaynell Capers,   Parent
13)  Deborah Kindel,   Assistant Principal
14)  Steve Clevenger,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE REGION HIGH SCHOOL 1991
Number of students enrolled in the grades tested:
 Read: 993
Math: 990   		2008-2009
School Grade1:		 C   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  99  Y  99  Y  37  N  64  N  93   91  Y  75  73  N  63  63  N 37  36  N 36  N  64  N 
WHITE  99  Y  99  Y  49  N  73  Y  94   94  Y  80  79  N  52  51  N 26  27  NA 47  N  72  NA 
BLACK  99  Y  99  Y  25  N  46  N  93   87  N  67  66  N  81  75  N 63  54  N 26  N  48  N 
HISPANIC  99  Y  99  Y  25  N  60  N  89   86  N  63  58  N  74  75  N 40  40  N 24  N  60  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  99  Y  27  N  53  N  89   88  N  58  61  Y  74  73  N 49  47  N 26  N  53  N 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  98  Y  19  N  30  N  72   74  Y  42  43  Y  81  81  N 69  70  N 14  N  23  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE REGION HIGH SCHOOL 1991
Number of students enrolled in the grades tested:
 Read: 1142
Math: 1140   		2007-2008
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  96  Y  96  Y  37  N  63  Y  93   93  Y  73  75  Y  67  63  NA 41  37  NA 41  NA  77  NA 
WHITE  96  Y  97  Y  48  N  74  Y    94  Y  78  80  Y  58  52  NA 31  26  NA 53  NA  84  NA 
BLACK  96  Y  97  Y  19  N  37  N  92   93  Y  64  67  Y  81  81  NA 61  63  NA 23  NA  61  NA 
HISPANIC  95  Y  95  Y  26  N  60  N  86   89  Y  66  63  N  81  74  NA 52  40  NA 29  NA  75  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  95  Y  95  Y  26  N  51  N  88   89  Y  55  58  Y  80  74  NA 54  49  NA 30  NA  70  NA 
ENGLISH LANGUAGE LEARNERS  97  Y  99  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  92  N  92  N  19  N  31  N  76   72  N  32  42  Y  81  81  NA 70  69  NA 21  NA  56  NA 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE REGION HIGH SCHOOL 1991
Number of students enrolled in the grades tested:
 Read: 1175
Math: 1172   		2006-2007
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		51% scoring at or above grade level in Reading? 56% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N
TOTAL4  98  Y  98  Y  33  N  59  Y  90   93  Y  72  73  Y  67  67  NA 44  41  NA 43  NA  77  NA 
WHITE  99  Y  99  Y  42  N  69  Y  93     Y  81  78  N  59  58  NA 37  31  NA 48  NA  80  NA 
BLACK  96  Y  97  Y  19  N  39  N  81   92  Y  63  64  Y  83  81  NA 62  61  NA 33  NA  67  NA 
HISPANIC  96  Y  97  Y  19  N  48  N  89   86  N  46  66  Y  82  81  NA 55  52  NA 36  NA  75  NA 
ASIAN    NA    NA    NA    NA      NA  83  80  NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  97  Y  98  Y  20  N  46  N  86   88  Y  51  55  Y  81  80  NA 57  54  NA 36  NA  70  NA 
ENGLISH LANGUAGE LEARNERS  97  Y  95  Y    NA    NA      NA  28  48  NA      NA     NA        
STUDENTS WITH DISABILITIES  95  Y  95  Y  19  N  30  N  61   76  Y  39  32  N  86  81  NA 76  70  NA 29  NA  60  NA 


SCHOOL GRADE DATA

Polk School District
LAKE REGION HIGH SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 40%  69%  82%  37%  228   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 48%  71%      119  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 50% (YES)  61% (YES)      111  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 43%  62%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         458   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    LAKE REGION HIGH SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 40%  68%  88%  34%  230   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 49%  77%      126  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 42% (NO)  69% (YES)      111  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 47%  60%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         467   
    Percent Tested = 95%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    LAKE REGION HIGH SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 36%  65%  91%  34%  226   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 49%  74%      123  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 49% (NO)  69% (YES)      118  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 46%  56%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         467   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested